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Effective teachers must be able to draw from a variety of strategies in order to respond to different, challenging student behaviors. Teachers can apply these strategies to remind students of expectations, redirect behavior, and positively respond to expected behavior in the classroom. Review the Behavior Intervention Plan (BIP) Example. Then, use the “Behavior Intervention Plan (BIP) Template” to complete this assignment. Identifying one student from the “Class Profile” who would benefit from additional intervention, complete a behavior intervention plan to include: Behavior Goals and how they will be measured Interventions and Frequency of Interventions Person Responsible In a 500-750 word, describe strategies teachers can use to respond to challenging behavior during classroom instruction. Address the following topics: Describe and provide implementation examples of the following strategies: specific praise, choice-making, effective group contingencies, contingent instructions, and time-out. Describe how or if these communication strategies can be used to motivate and encourage individuals with disabilities how to adapt to different learning environments. Discuss any cautions related to using each strategy. Describe the decision-making process that teachers use when deciding how to intervene on challenging behavior when engaged in instruction. Support your findings with a minimum of two scholarly resources. Behavior Intervention Plan (BIP) Template Student Name: ______________________________________ Date: ___08/25/2021___________ DOB: __________________ Teacher/Case Manager: ___Eartha Coard____________________________________ Defined Behavior Behavior Goals Interventions and Frequency of Intervention (This will support the teaching and learning of the goal.) List persons who are responsible for services and monitoring performance. Motivational and Instructional Interventions Rewards and Reinforcements Safety Interventions Legal and Ethical Considerations in Maintaining Student Confidentiality Resources © 2019. Grand Canyon University. All Rights Reserved. © 201 9 . Grand Canyon University. All Rights Reserved. Behavior Intervention Plan (BIP) Template Student Name: ______________________________________ Date: ___ 08/25/2021 ___________ DOB: __________________ Teacher/ Case Manager: ___ Eartha Coard ____________________________________ Defined Behavior Behavior Goals Interventions and Frequency of Intervention (This will support the teaching and learning of the goal.) List p ersons who are responsible for services and monitoring performance . © 2019. Grand Canyon University. All Rights Reserved. Behavior Intervention Plan (BIP) Template Student Name: ______________________________________ Date: ___08/25/2021___________ DOB: __________________ Teacher/Case Manager: ___Eartha Coard____________________________________ Defined Behavior Behavior Goals Interventions and Frequency of Intervention (This will support the teaching and learning of the goal.) List persons who are responsible for services and monitoring performance. Behavior Intervention Plan (BIP) Example Student Name: ______________________________________ Date: ______________ DOB: __________________ Teacher/Case Manager: _______________________________________ Defined Behavior Student isolates himself from others during class, refuses to go to lunch in the cafeteria, and prefers to stay in class during scheduled breaks. Student’s academic production is minimal. Behavior Goals A. During free time, student will interact in positive ways with other students and staff 90\% of the time. General or Special Ed teacher will track during each scheduled time block. B. Student will go to lunch in the cafeteria without supervision 90\% of the time. General Ed teacher will track. C. Student will stay on task 90\% of the time. General or Special Ed teacher will track during each scheduled time block. D. Student will complete in-class assigned work 90\% of the time. General or Special Ed teacher will track during each scheduled time block. Interventions & Frequency of Intervention (This will support the teaching and learning of the goal.) List persons who are responsible for services and monitoring performance 1. Social work involvement for referral for family counseling focused on realistic expectations of student performance. Ongoing until counseling is started. Social worker 2. Daily monitoring medication compliance and effectiveness. Nurse, Teacher 3. Bibliotherapy for parents. Ongoing. Parents 4. Teach the student alternative positive self-statements and appraisals. Daily, as needed. General Education Teacher and Special Education Teacher 5. Reinforce positive self-statements, attention to school work, and initiating social interactions. Daily, as needed General Education Teacher and Special Education Teacher 6. Weekly group instruction of combating irrational and self- defeating thinking in special education classroom. Special Education Teacher Motivational and Instructional Interventions Provide incentives for group work and participation Invite other students to join the student for lunch in the classroom. Plan games that will involve the student during class and group student in a group with supportive, familiar peers. Rewards and Reinforcements Free time, time on the computer, verbal praise Safety Interventions Student is not a threat to others or himself. Monitor as needed. Legal and Ethical Considerations in Maintaining Student Confidentiality Teachers and staff should not disclose confidential information about the student with other students during lunch groups or other group activities. Resources Read 5 ways to engage reluctant students: https://www.edutopia.org/discussion/5-ways-engage-reluctant-students Behavior Intervention Plan (BIP) Example Student Name: ______________________________________ Date: ______________ DOB: __________________ Teacher/ Case Manager: _______________________________________ Defined Behavior Student isolates himself from others during class, refuses to go to lunch in the cafeteria, and prefers to stay in class during scheduled breaks. Student’s academic production is minimal. Behavior Goals A. During free time, student will interact in positive ways with other students and staff 90\% of the time. General or Special Ed teacher will track during each scheduled time block. B. Student will go to lunch in the cafeteria without supervision 90\% of the time. General Ed teacher will track. C. Student will stay on task 90\% of the time. General or Special Ed teacher will track during each scheduled time block. D. Student will complete in - class assigned work 90\% of the time. General or Special Ed teacher will track during each scheduled time block. Interventions & Frequency of Intervention (This will support the teaching and 1. Social work involvemen t for referral for family counseling focused on realistic expectations of student performance. Ongoing until counseling is started. Social worker 2. Daily monitoring medication compliance and effectiveness. Nurse, Teacher 3. Bibliotherapy for parents. O ngoing. Parents Behavior Intervention Plan (BIP) Example Student Name: ______________________________________ Date: ______________ DOB: __________________ Teacher/Case Manager: _______________________________________ Defined Behavior Student isolates himself from others during class, refuses to go to lunch in the cafeteria, and prefers to stay in class during scheduled breaks. Student’s academic production is minimal. Behavior Goals A. During free time, student will interact in positive ways with other students and staff 90\% of the time. General or Special Ed teacher will track during each scheduled time block. B. Student will go to lunch in the cafeteria without supervision 90\% of the time. General Ed teacher will track. C. Student will stay on task 90\% of the time. General or Special Ed teacher will track during each scheduled time block. D. Student will complete in-class assigned work 90\% of the time. General or Special Ed teacher will track during each scheduled time block. Interventions & Frequency of Intervention (This will support the teaching and 1. Social work involvement for referral for family counseling focused on realistic expectations of student performance. Ongoing until counseling is started. Social worker 2. Daily monitoring medication compliance and effectiveness. Nurse, Teacher 3. Bibliotherapy for parents. Ongoing. Parents Class Profile Student Name English Language Learner Socioeconomic Status Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Donnie No Mid SES Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No Fatima Yes Low SES Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes Frances No Mid SES Female No Diabetic Grade level At grade level At grade level Med Yes Francesca No Low SES Female No None Grade level At grade level At grade level High No Fredrick No Low SES Male Traumatic Brain Injury Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No Ines No Low SES Female ASD Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No Jade No Mid SES Female No None Grade level At grade level One year above grade level High Yes Kent No High SES Male Emotionally Disabled None Grade level At grade level One year above grade level Med Yes Lolita No Mid SES Female No None Grade level At grade level At grade level Med Yes Maria No Mid SES Female No NOTE: School does not have gifted program Grade level One year above level Two years above grade level Low Yes Mason No Low SES Male No None Grade level At grade level At grade level Med Yes Nick No Low SES Male No None Grade level One year above grade level At grade level Med No Sharlene No Mid SES Female No None Grade level One year above grade level At grade level Med Med Sophia No Mid SES Female No None Grade level At grade level At grade level Med Yes Stuart No Mid SES Male No Allergic to peanuts Grade level One year above grade level At grade level Med Yes Terrence No Mid SES Male No None Grade level At grade level At grade level Med Yes Wayne No High SES Male Intellectually Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level High Yes Wendell No Mid SES Male Learning Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level Med Yes Yung No Mid SES Male No NOTE: School does not have gifted program One year below grade level Two years above grade level Two years above grade level Low Yes © 2019. Grand Canyon University. All Rights Reserved © 201 9 . Grand Canyon University. All Rights Reserved Class Profile Student Name English Language Learner Socioeconomic Status Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Male No Tier 2 RTI for R eading Grade level One year below grade level At grade level Med No Bertie No Low SES Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Donnie No Mid SES Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No © 2019. Grand Canyon University. All Rights Reserved Class Profile Student Name English Language Learner Socioeconomic Status Gender IEP/504 Other Age Reading Performance Level Math Performance Level Parental Involvement Internet Available at Home Arturo Yes Low SES Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No Bertie No Low SES Female No None Grade level One year above grade level At grade level Low Yes Beryl No Mid SES Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes Brandie No Low SES Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No Dessie No Mid SES Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes Donnie No Mid SES Female No Hearing Aids Grade level At grade level At grade level Med Yes Eduardo Yes Low SES Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No Emma No Mid SES Female No None Grade level At grade level At grade level Low Yes Enrique No Low SES Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No